Closing digital divides is good, and increasing diversity in tech fields as good, but I’ve been complaining for years about computer science ed that we stop at the nobility of those goals and don’t ask ourselves about the deeper motivations behind those initiatives. So it is with AI: A more diverse field more available to all is better than what we have, but we also have to ask whether AI education is actually a social good.

Kiddo has gotten really into this series of books focused on coding concepts (which I have mixed feelings about, but at least they’re by Gene Luen Yang) and that led to the adorable moment of her trying to pronounce ifelse as though it were a word unto itself.

Kiddo surprised me today by learning how to count in binary from a library book. I’d checked out the book for her, but I wasn’t expecting such an immediate pay off. I’m skeptical of the “kids gotta learn CS” agenda, but I’m also proud of her when she does.

I keep a journal using the Day One app for macOS/iOS, and while I have some lingering concerns about platformizing (and even digitizing) my journaling, there are also some pretty neat aspects to using an app like this. First, it’s very easy to copy text from other electronic sources into the app, and that really helps me capture things that made an impression on me from day to day. Second, it’s also easy to search for, read, and even be reminded of old entries. If I have time in the morning, I like to bring up the “On This Day” feature of the app and see what I wrote in years past.

This morning, kiddo was pretending to be a robot, so when I needed her to switch her attention from, say, getting dressed to brushing her teeth, I’d have to pretend to “reprogram” her before she’d cooperate. This got me wondering if she was maybe old enough to try some basic programming activities—something like LEGO Mindstorms. I think that she’s probably still a bit young for that sort of thing, but it made me excited about doing this sort of thing in the future.

I am very near the end of Wil Wheaton’s updated/annotated memoir Still Just a Geek, which I bought over the summer on a short family trip. I have lots of thoughts—most of them positive—about the memoir and may write a bit more about it once I finally finish. For now, though, since I wrote last week complaining about companies like Apple and ClassDojo restricting hardware and software to support their bottom line at the expense of users, I was struck by a short passage Wheaton included making a case for general purpose computing:

This is my issue with CS education efforts, especially ’teaching people to code.’ It’s narrowly focused on technical skills and not broader social and ethical reflection. I’d never argue that programmers shouldn’t work for defense contractors, but I’m uncomfortable with associating them so closely with CS education.

My issue with computer science education isn’t the idea of computer science education—it’s that it’s overwhelmingly driven by workforce and economic concerns instead of concerns related to citizenship and democracy.

Look, I’m not opposed to expanding computer science education, but if the motivation is to fill jobs and keep tech giants thriving, that seems to me to be a red flag. Education ought to focus on democracy above the economy; we need to be producing citizens, not employees. There are ways to teach tech in a way that supports democracy and produces citizens, but if I get grumpy about computer science educstion, it’s because we rarely talk about it that way.

I’m less familiar with this part of the Squirrel Girl series, so it was even more fun to revisit these issues as I try to make my way through the whole series.

North is a great author for this kind of thing—I get a bit grumpy about his computer science lessons because of my complicated feelings toward computer science education (I’m for it but not necessarily in the way it’s being done) , but otherwise, I love his dialogue, characters, plots, and absurdity.